The Impact of Theory of Mind and Executive Function on Math and Reading Abilities: A Longitudinal Study

Autor/inn/en	Kloo, Daniela; Osterhaus, Christopher; Kristen-Antonow, Susanne; Sodian, Beate
Titel	The Impact of Theory of Mind and Executive Function on Math and Reading Abilities: A Longitudinal Study
Quelle	In: Infant and Child Development, 31 (2022) 6, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kloo, Daniela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2356
Schlagwörter	Young Children; Theory of Mind; Executive Function; Reading Ability; Mathematics Skills; Short Term Memory; Numeracy; Verbal Ability + Suchen Sie Ihr Suchwort? Frühe Kindheit; Reading competence; Lesekompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Rechenkompetenz; Mündliche Leistung
Abstract	Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by preschool numerical abilities and ToM. Reading performance was predicted by concurrent working memory and verbal IQ at 6 years. This corroborates earlier research demonstrating the importance of executive functioning (working memory) and ToM for later academic abilities. We argue that ToM may be an important developmental precursor of math performance because both require an understanding of representations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01